First 6 wks spent reaching kids how to behave. Can't presume they will carry through from last year's behavior.
Seeing children. Taking down partitions.
I see everything you do.
We are teaching children appropriate attitudes by presenting ways in which they can behave rather than pointing out poor behavior
Reinforce, remind and redirect
3 stages:
1. Whole class learning
basic routines:
safety signal: a hand, whistle, clap, where they know to freeze, drop everything
circling up, makes it into a game to circle up quickly
bathroom routine,
activities: journal writing, book posters
morning meeting
greeting, sharing, group activity, news and announcements
sharing personal experiences, meeting with older kids
guided discovery-choice time
introduction
generating ideas
children explore
sharing
clean-up/extension
skills acquired in stage 1: group up quickly, locate/put back materials in room, listen and comment at meetings, stay with activity, make simple choices
2. Paradoxical groups
Modeling: she teaches a small group as model behavior of how to work together
expectations for group work, with small groups or with teacher or independently
plan, decide what to do, talk quietly, stay focused, solve problems with classmates
skills: choose a task, workspace, stay on task, moderate voice/physical movement for small groups and independent work
skills for teacher led groups: come prepared, on time, follow directions, cooperate with peers/teacher
3. Independence/responsibility
plan and follow through on work for entire period
make choices
solve a problem without a teacher
set up, clean up
helpful in class, with peers
follow rules of classroom
Critical passages:
page 28: as a beginning teacher, she set up activity centers with partitions, but the students kept yelling, "Teacher! Teacher!" and she realized that she couldn't see anyone.
page 29: Introduce responsibilities, and frame behavior in terms of "show me what you are going to do" rather than in negative terms
page 46: It's easy to share when you are sure of what you know, but harder to share when you aren't as sure. Answers are either sure or not sure, but everyone should share. "I will not have ridiculing in my classrooms"
First six weeks in Claire's classroom:
From Chapter 2:
What expectations and norms does she set and how does she do it? Does she state rules explicitly? Does she model behavior? Scaffolding?
How is she teaching the students to work in small groups? What kind of modeling, if any? As a whole class? Work independently?
How does she let the students know that she sees them, and what does she learn from watching?
From Chapter 1:
How does she foster the creation of self-control in individual students?
How does Claire foster the creation of a caring community?
Does Claire get to know her students? How does she do this? How does she use this knowledge?
Chapter 2
3 stages:
1. Whole class learning
- basic routines:
- safety signal: a hand, whistle, clap, where they know to freeze, drop everything
- circling up, makes it into a game to circle up quickly
- bathroom routine,
- activities: journal writing, book posters
- morning meeting
- greeting, sharing, group activity, news and announcements
- sharing personal experiences, meeting with older kids
- guided discovery-choice time
- introduction
- generating ideas
- children explore
- sharing
- clean-up/extension
- skills acquired in stage 1: group up quickly, locate/put back materials in room, listen and comment at meetings, stay with activity, make simple choices
2. Paradoxical groups- Modeling: she teaches a small group as model behavior of how to work together
- expectations for group work, with small groups or with teacher or independently
- plan, decide what to do, talk quietly, stay focused, solve problems with classmates
- skills: choose a task, workspace, stay on task, moderate voice/physical movement for small groups and independent work
- skills for teacher led groups: come prepared, on time, follow directions, cooperate with peers/teacher
3. Independence/responsibilityCritical passages:
page 28: as a beginning teacher, she set up activity centers with partitions, but the students kept yelling, "Teacher! Teacher!" and she realized that she couldn't see anyone.
page 29: Introduce responsibilities, and frame behavior in terms of "show me what you are going to do" rather than in negative terms
page 46: It's easy to share when you are sure of what you know, but harder to share when you aren't as sure. Answers are either sure or not sure, but everyone should share. "I will not have ridiculing in my classrooms"
First six weeks in Claire's classroom:
From Chapter 2:
- What expectations and norms does she set and how does she do it? Does she state rules explicitly? Does she model behavior? Scaffolding?
- How is she teaching the students to work in small groups? What kind of modeling, if any? As a whole class? Work independently?
- How does she let the students know that she sees them, and what does she learn from watching?
From Chapter 1:Classroom management: